Paper Example on Knowledge: Practical and Theoretical, TOK Inquiry

Introduction

Knowledge underlies a belief which is in agreement with facts. The two types of experience that exist are the practical and theoretical knowledge with the speculative knowledge building on the context and aiding in strategy setting as practical knowledge delves on the techniques that become tools of the trade, making both types of experience valuable. Theory of Knowledge (TOK) is a thoughtful and purposeful inquiry structure into vast kinds of knowledge, composed entirely of questions (Russel). TOK is majorly done by the International Baccalaureate (IB), Diploma Program (DP), and provides opportunities for students to reflect on the nature of knowledge and reasons for knowing what one claims to know (Nagel). TOK therefore illustrates in Natural sciences that all knowledge has been built communally as knowledge has been gained by many people who come up with new ideas and they also use the past knowledge to form the present ones. However, the statement may be false in arts since every artist has his own ideas and knowledge I n arts can never be built communally.

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Discussions on the Theory of Knowledge

TOK can be primarily assessed through oral presentations in gauging the student's ability to apply the thinking of TOK in real-life situations through a conceptual starting point. For instance, the claim of methodologies in knowledge production, which may be dependent on the use to which knowledge would be used. TOK is therefore used in creating awareness to students regarding their interpretive nature of experience, including their ideological biases on whether such preference ought to be retained, revised, or rejected. Theory of Knowledge underscores a compulsory class undertaken by the level of IB aimed at developing a coherent approach to learning that united the academic disciplines. It is through TOK that students develop inquiries on the nature of knowledge in the quest to deepen their comprehension of human construction on experience, thereby underpinning student's critical thinking and opinion discourses delving on reasons relative to knowledge areas and ways of assumptions (Nagel). The areas of knowledge tackled by TOK underlie human sciences, natural sciences, and history, whereby IB students learn to assess their knowledge value, coupled with the paradigms besides being accepting and open-minded. However, there exist controversies on TOK regarding its usefulness and appropriateness on students exhibiting all cultures like the Chinese that encompasses vast censorship in the realms of the internet (Russel). Theory of Knowledge, therefore, juxtaposes a doubt product making people ponder on whether or not they know anything, resulting in the examination of understanding in the quest to distinguish true beliefs from untrustworthy ones.

Importance of the Theory of Knowledge

TOK is primarily essential in offering both students and their teachers an opportunity in their critical reflection on their diversity of knowledge, coupled with the knowledge areas. It also helps students in consideration of the role and nature of culture in the diverse world. Additionally, TOK prompts students into recognizing their responsible acts that subsequently enhances interconnectedness (Hunter). TOK also increases students' awareness of themselves besides making them more acquainted with the complexity of knowledge (International Baccalaureate Organization). Similarly, TOK provides students with a pivotal role with regards to coherence as well as linking their academic areas and transcending them too. TOK is also essential since it makes students question what they are learning, rather than digesting knowledge without knowing whether they are right or wrong (Hunter). Finally, TOK encompasses a greater self-reflection in students and how the experience absorbed relates to everything and giving our opinions on many things in life. Theory of Knowledge is, therefore, vital for the demonstration of students on how they can apply their knowledge with credibility and high awareness.

Real-Life Examples that All Knowledge has been Built Communally

In natural sciences, it is true to some extent that all knowledge has been built communally since most people coming up with new ideas have gained knowledge and most people use past knowledge to form a present one. A real-life example of that is Paul Emile Francois Lecoq de Boisbaudran discovered the gallium element because of Mendeleev. As he based on his prediction of eka-aluminum. In addition, Lecoq de Boisbaudran claimed that he was based on Mendeleev prediction. Similarly, notion that all knowledge is built communally is false in arts since every artist has u unique ideas, there exists different perspective point of view and there exists different feelings about every artist's piece of work. Also, artist, have different experiences and may never experience the same things. A real-life example of this is Mark Rothko and Barnett Newman, according to the judgments they have the most ridiculous paintings, but they have been insanely sold for millions of dollars. One of Mark Rothko paintings, untitled yellow and blue, was sold for $46.5 million.

However, the counterclaim indicates that the notion that all knowledge has been built communally is false in natural sciences since the data may be inaccurate and everyone has his own point of view. A real-life example of this is the theory that fooled Einstein. When Niels Bohr predicted in 1913 the correct frequencies of the specific colors of the light absorbed and emitted by ionized helium, Einstein reportedly remarked: "The theory of Bohr must then be right." This happened because of some misleading evidence and incorrect arguments. In the same way, the counterclaim also asserts that the theory that all knowledge has been built communally may be true in arts because if all knowledge has a piece of work, it does not agree with other people's opinions, then it does not count as a new knowledge. A real-life example of this is Marcel Duchamp "Fountain," 1917. The statement is false in Arts because... Knowledge in arts can never be built communally Every artist has its own ideas Different perspective point of view Different feeling about their piece of work It was a porcelain urinal sculpture, that was denied by the Society of Independent Artists and they were wondering if the piece was a hoax.

The implications of the knowledge question of, should knowledge be compelled upon the knower is that the knower ought to choose on whether to gain experience, albeit, in the quest of deciding on such magnitude, there is a need for first acquisition of such knowledge. And it will also depend on if and when they have a choice on whether they gain experience, then how then would they gain that knowledge. Besides, if they opted out of knowing inflicted on them, then how then would it be reinforced? Finally, what is the society likely to say about concerning a person who opted out of knowledge.

Areas of Knowledge and Ways of Knowing

Areas of Knowledge underlie specific knowledge branches, each of which contains distinct nature and varied methods of knowledge gaining. TOK distinguishes the eight areas of knowledge as Mathematics, Natural Sciences, the arts, History, Ethics, religious knowledge system, and indigenous knowledge system. Ways of knowing juxtaposes the sense perception, language, reason, emotion, memory, intuition, imagination, and faith (Oliver). The sense perception is the resort of one being able to see or perceive certain things making a bit vital since knowledge comes from the senses. Language or authority underscores one being aware of certain things because someone else said it, or it was read from somewhere with the help of language. Emotion or intuition underlies one being aware of certain things owing to the emotional feelings on them, thereby making one act on individual decisions based on hunches (Oliver). Finally, logic or reason emblems one being aware of certain things following their logic and applications, and most rationalists consider such a source of knowledge as vital as it comes from one's ability to reason.

Conclusion

Theory of knowledge underscores a purposeful and thoughtful inquiry in various ways of k knowing and in different kinds of questions, and it is primarily composed of questions. Such issues make students gain awareness of both their personal and ideological assumptions coupled with the development of the diversity and richness of the perspectives of culture. TOK is vital for both students and their teachers in considering the role and nature of knowledge not only in their learning but also in others' cultures and other worlds. TOK also prompts students to work responsibly and remain interconnected. Finally, TOK provides a coherence to learners through linking the subjects of academics and demonstrating ways in which the students can apply their knowledge with much awareness and credibility.

Works Cited

Hunter, John. "Theory of Knowledge." The Deming Institute, Oct.2012,https://blog.deming.org/2012/10/theory-of-knowledge/

International Baccalaureate Organization. "What is TOK."2005,ibo.org,https://www.ibo.org/programmes/diploma-programme/curriculum/theory-ofknowledge/what-is-tok/

Nagel, Jennifer. "Theory of Knowledge: Introduction to Theory of Knowledge." KhanAcademy,2020, https://www.khanacademy.org/partner-content/wi-phi/wiphi-metaphysicsepistemology/wiphi-theory-of-knowledge/v/introduction-theory-of-knowledge

Oliver, Kim. "What are the Ways of Knowing (WoKs?"TOKTalk.net, Dec.2009,http://www.toktalk.net/2009/12/06/what-are-the-four-ways-of-knowing-woks/

Russel, Bertrand. "Theory of Knowledge." Encyclopedia Britannica,1929,https://www.marxists.org/reference/subject/philosophy/works/en/russell1.htm